‘Dynamic schools continue to be great places to work.’

I sat up straight after a lazy five minutes on social media while reading the following words: “That puts a lot of responsibility on leaders to ensure that people fulfil their potential. The best way leaders can do that, in my view, is often by pushing talented staff to leave.” This from respected educationalist, former teacher and Head, Dr Jill Berry (see also* below). I’ll return here soon, but first some home context.

We’ve been recruiting for various support and teaching positions, including leadership, at BGS in recent weeks. Needless to say, it’s a rare privilege to share in moments of celebration when colleagues are successful, and then to support them as they embrace new responsibilities and activities, to watch them make a difference with new ideas and energy. It’s no less of a privilege to be able to provide feedback to both successful and unsuccessful candidates to help inform their own initial reflections and possibly guide future steps. Lastly, it’s always humbling and uplifting when those we’ve had to disappoint receive the (bad) news with grace – a revealing moment more often than not.

Taking a broad perspective, it’s gratifying to see colleagues achieving leadership positions at BGS and beyond, including senior ones. It’s also heartening to receive peer feedback, including from external applicants, indicating BGS is increasingly seen as a school that develops and empowers its people and which provides relevant and valuable opportunities for professional development.

Making the most of both staff retention and turnover requires fine judgement. Both have the potential to bring great benefits and help achieve whole school strategy. Balancing a body of colleagues and fostering cultural practice in which longer serving, and recently appointed staff can complement each other is an art not a science. Our whole School Strategic Plan makes clear reference to:

“… a culture of high aspiration, confidence, open-mindedness and mutual respect in which all staff feel valued and their contribution is appreciated. With particular regard to education, we recognise that schools build upon their strengths and improve when … all aspects of professional practice are transparent, colleagues are ready to question received wisdom and ask ‘is there a better way?’ and there exists widespread collaboration and shared endeavour.”

A considered blend of resident BGS experience and fresh sight helps in this regard. Any Lennon/McCartney creative tensions are welcomed in this context as they give rise to more workable outcomes.

We don’t get self-satisfied and complacent at BGS. Buy-in for training sessions on pedagogy and leadership, led by our in-house Teaching and Learning Champions, remains hugely encouraging. But what should we do with all these confident, capable and go-getting colleagues, support and teaching alike, that are being encouraged at BGS? Is this where Jill Berry’s insight comes in? Formal opportunities for greater responsibility are, after all, finite in any organisation.

Jill’s article attracted comment from teachers and school leaders on Twitter. One of the more illuminating aspects of the ensuing dialogue came in response to the question: How do you know when it’s time to move on?

She wrote: “When you feel ready for the next challenge/new experience. So, the important thing is that you’re moving towards an opportunity, rather than away from your current situation.”

Wise. But I’d add that in some contexts, those ‘opportunities’ can be found without a move.

Inevitably, this comment reflects my experiences and bias. I joined Wolverhampton Grammar School (WGS) as a Newly Qualified Teacher and stayed there for 14 years. Next stop, eventually, was the Deputy Head job at BGS then headship one year later. I never wanted promotion for its own sake, (it seems sensible to me to avoid the trauma of interviews, in-tray exercises, psychometric tests and death by dinner parties, etc. if you can help it), but rather sought out new challenge and variety when I felt ready for it, irrespective of any formal job titles, remits or signatures on bits of paper. Collaborating on aspects of Geography curriculum and pedagogy, leading outdoor education, overseas expeditions, and the Duke of Edinburgh’s Award, managing all educational visits and also responding to professional disappointments as well as successes kept me motivated and happy at work long before promotion delivered new opportunities.

WGS is a great school that holds a special place in my affections. Jill’s words of advice “moving towards an opportunity, rather than away from your current situation” resonate. However, the time did come to take a deep breath and try something new. Such a move is right for some, but not all and there are various ways to stay on top of your game in education, to remain happy at work. Much comes down to an individual’s openness to influence, willingness to try new things, adapt and keep learning.

Stick or twist, stay or move, I believe that schools continue to be great places to work. They are dynamic and the variety of roles within any given school, and also across educational settings, provides ample opportunity to enjoy a professional life lived to the full.

* “Being known as a school that is committed to the personal and professional development of all staff, enabling them to achieve even greater things elsewhere in due course, demonstrates your wider commitment to education and can actually support future staff recruitment. Other teachers may be keen to apply for roles at a school that is known for successfully growing leaders.

Teachers capable of undertaking such challenges are likely to feel even more highly valued by the demonstration of your confidence in their capacity to do so. Having such conversations about future career development can be a positive way of ensuring buoyant staff morale.” Dr Jill Berry